MEDT8461Project2

** Description of Project **
The second project was to create an infrograph mapping the content of our class readings (Glawell, Ellsworth and Rogers) as it aligned with content that we had researched and reported on in our Annotated Bibliogaphy. After mapping the concepts, I created two different types of electronic mapping using two new applications using the same content in my had written ma. The two electronic tools I used were Prezi and Spicy Nodes. I included screen shots of each different type of mapping tool. I then wrote a reflection paper with an introduction, description and comparison of electronic tools, a reflection that included challenges faced with during the creation of all three types of mapping and a conclusion.

Have you ever wondered how people attack large projects, combining many different resources and ideas to come up with one cohesive plan for the direction of a project? The idea of an infographic does just that, it creates a type of blueprint for the author or the ability to create a path or direction. An infographic tool is more than just a brainstorming effort but rather of map of ideas and how they can be connected. It also allows the creator to take his or her original ideas and watch them develop almost on their own. The content takes on a life of its own so to speak.
 * Introduction **

The visual map below shows a negative social aspect of social media, specifically talking about the need for education because of the growing amount of cyberbullying incidents that students are experiencing. The generation that we are now educating does not know life without technology, their world is on 24 hours a day, seven days a week. The mapping shows how there is a need for public policy to address cyberbullying under the umbrella of bullying laws. This is our ethical responsibility as educators, but it also requires parent education and support. School leaders, teachers and counselors have a duty to create safe environments for students where bullying is discussed, NO Toleration programs and a culture to empower students to mentor and monitor. These ideas need to be viewed as a top priority of all stakeholders.

Below there are 3 different types of mapping "programs." The first is a hand drawn map that starts on the left and wraps around to the right and then connects to the original thought on the bottom left - in order for students to maintain healthy and low risk interactions using social media, they must be have a high level of self-efficacy resulting in a social trust. These two items ensure student safety from many of the risks of social media - specifically cyberbullying. Below is the hand drawn map as well as two different links to Web 2.0 tools that are electronic mapping tools. The goal of each map is the same and the presentation is relatively the same as well. Content is presented in a way that topic are introduced and details are then unfolded and presented. I purposely changed some of the statements to see where my map would take me and how it would be viewed/interpreted by the audience.

Overall, both of these electronic tools are very easy to use, even easier than the hand drawn one (it took many tries and several White Out rescues). I had some initial frustration with Spicy Nodes until I figure it out and realized how easy it was to use. It is basically creating an outline and then it puts in in outline form but uses branches or bubbles of of a web. I hand entered each item, however you can upload information from word documents. The tool is free to individuals and has a pricing plan for companies and enterprises, however, everything I needed was available...and free. The only minor trouble I had was when editing and trying to get the #|colors right, you have to save and go out to preview. If you see something that needs to be edited you have to go back through all the screens to do it, you can not just edit in live model (or at least I did not figure it out). It has a gallery that gives you really good ideas on how to use the tool such as I will definitely use the tool in the future even with the small little hang ups that I did have, they were minor. Some of the features include the ability to make your node public or private, embed it in to other web 2.0 tools, add pictures and videos and color code sections. There are discussion groups, support and a tutorial to walk you through step by step. However, the tutorial is really not necessary because it is easy to figure out. In the future, having an outline already prepared would have made it quicker and easier to create.
 * Conclusion and Reflection **

The second mapping that was used was Prezi. Prezi gives the user a 30 day free trial and then you have to purchase the product by upgrading. It has premade templates to choose from. Between the two, I would probably say that Prezi is a little bit easier to use because of the editing feature, the process to create moves in more of a linear direction. Since my map actually comes back to address a statement about the need for self-efficacy and social trust and how to achieve that I chose the "Journey" template. It is easier to enter material, change fonts/colors than in Spicy Nodes, adding pictures and frames is an option as well. The flow is different and rather than a path that springs or branches out like a web, the ideas just move along a more linear path. Therefore the outcome of mapping is different. If you can use basic Word with font, color, bullets, etc then Prezi is easy to get the desired look.. The content entry is very similar to how a PowerPoint is created, the transition to next set of information is just different. I think I got my point a cross more through the Prezi than what was presented using the Spicy Nodes.

Overall, mapping is a really good tool to do after initial and basic brainstorming is completed. The idea really forces you to list facts and see where that takes the user. I had an end goal in mind but did not initially anticipate the map would come back around in a circle, but it made sense as I was "charting" the information. It really makes the creator think about the content and arrange it in a way that supports the original goal and desire of the creator. For those that are less than artistic, the electronic mapping provides a quick and easy way to make something visually appealing. I did each one a little differently to see if I got the same end result, I did. I think the audience though may get different experiences and "take aways" with the different presentations. In my hand drawn map, I was trying to get everything to tie together and relate back to each other, I had a hard time representing that with the electronic versions.

// Click below for formal APA cited sources. // Austin, S. M., Reynold, G. P., & Barnes, S. L. (2012). School leadership and counselors working together to address bullying. //Education//, //133//(2), 283-290. Bynum, S. L. (2011). //Utilizing social media to increase student engagement: A study of Kern County Public Schools// (Master's thesis). Retrieved from Galileo database. Gladwell, M. Tipping point. Boston: Pearson Education, Inc. Hinduja, S., & Patchin, J. W. (2011). High-tech cruelty. //Educational Leadership//, //68//(5), 48-52. Livingstone, S., & Brake, D. (2010). On the rapid rise of social networking sites: New findings and policy implications. //Children & Society//, //24//(1), 75-83. Rogers, E. M. (2003). Diffusion of innovations (5th Ed.) New York, NY: Free Press. Rodkin, P. C. (2011). Bullying-And the power of peers. //Educational Leadership//, //69//(1), 10-16. Stauffer, S., Heath, M. A., Coyne, S. M., & Ferrin, S. (2012). High school teachers' perceptions of cyber-bullying prevention and intervention strategies. //Psychology in the Schools//, //49//(4), 353-367. doi:DOI: 10.1002/pits.21603 Sternberg, S. J. (2011). Ethics: From thought to action. //Educational Leadership//, //68//(6), 34-39. Wong-Lo, M. M. & Bullock, L. (2011). Digital aggression: Cyberworld meets school bullies. //Preventing School Failure//, //55//(2), 64-70. Wu, S.-, Wang, S.-, Liu, E.-, Hu, D.-, & Hwang, W.- (2012). The influences of social self-efficacy on social trust and social capital. //The Turkish Online Journal of Educational Technology//, //11//(2), 246-254.
 * References **

Project 2 in its complete form -Introduction, Conclusion and Reflection, References included in the below document
Visual Maps Hand-drawn map Color version
 * (//same information as above in Word document//): **

Required Application - Spicy Nodes Click [|here] or go to []

Personal Choice Application - Prezi Click [|here] or go to []

About the Author
Suzanne Trice is an Associate Dean at Pinkerton Academy in southern New Hampshire, about 35 minutes north of Boston. Her teaching experience was teaching social studies where she taught both middle and high school outside of Atlanta, Georgia in Cobb County. While teaching, she enjoyed differentiated teaching techniques and became very interested in integrating technology into her classes. After 12 years of teaching, Suzanne moved to New Hampshire, a place where she vacationed since she was 9 years old. She has had the opportunity at Pinkerton Academy to share her knowledge about technology in many different ways including writing a social media policy for both students and teachers, chairs the Technology Integration committees, and planned a Technology Workshop day for 300 staff members showcasing 18 different Web 2.0 and social media tools. It is her desire to continue her education in technology so that she can continue to provide professional development for teachers in the area of technology integration into their classroom teaching. Suzanne would like to also take her leadership experience and work in higher education working wth pre-service teachers in the use of technology in education.